few_shots: Example:
Problem/activity:
Find the general solution for:
$${\mathrm{cos}\left({\pi\over2}+x\right)=\mathrm{tan}{\pi\over4}}$$


Standard options: 
A. Prove the Pythagorean identity sin^(2)(θ) + cos^(2)(θ) = 1 and use it to find sin(θ), cos(θ),or tan(θ) given sin(θ), cos(θ), or tan(θ) and the quadrant of the angle.
B. Prove the addition and subtraction formulas for sine, cosine, and tangent and use them to solve problems.


Thought: An initial step when solving for x in this problem requires the use of the addition formula for cosine on the left side of the equation. Solving this problem does not require use of the Pythagorean identity.
Answer: B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: fl_problem_001894

HS
options: Define appropriate quantities for the purpose of descriptive modeling.

Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.

Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.
problem_activity: Below is an illustration of an aquarium. There are four possibilities of changes that affect the water level: addition/removal of a rock, insertion/removal of a plug, turn on/off the faucet, use the bucket to add/remove water.
[IMG]
The graph below shows the height of the water in the aquarium over a 17-minute time interval. Write a story from the point of view of someone watching what is going on with the aquarium to produce the given graph.
[IMG]
The graph given above is a simplified version of reality. What simplifying assumptions did we make when we created the graph?


correct_option_index: 0